Expectations and Development of a First-year Technology Teacher
Jon M. Clausen, Dale S. Niederhauser, Iowa State UNiversity, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The purpose of this paper is to examine how a first year technology teacher has managed the transition from her pre-service preparation program to her own classroom in a small rural middle school. The teacher was hired as a "technology teacher" who would be working with all students, but was also expected to work along with other teachers in her building to improve technology integration throughout the curriculum. This paper tracks her development during her first semester in the classroom and how expectations, as stated at the beginning of the school year, have evolved. Our research was prompted when the school and district administrators actively sought to hire a technology teacher who would move the school forward in terms of technology integration. They hired a first-year teacher to act as a change agent to infuse technology throughout the curriculum.
Clausen, J.M. & Niederhauser, D.S. (2003). Expectations and Development of a First-year Technology Teacher. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 1704-1706). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).